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THE EUROPEAN PROJECT SEMESTER

COURSEBOOK FALL 2014

University of Applied Sciences School for Engineering and Information Technology

‘s-Hertogenbosch, the Netherlands

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Content

1. The European Project Semester ................................................................................................... 4

1.1. Introduction ........................................................................................................................... 4

1.2. What is the European Project Semester (EPS)? .................................................................. 4

1.3. Prerequisites ......................................................................................................................... 5

1.4. Competences ........................................................................................................................ 5

1.5. Certificate .............................................................................................................................. 6

1.6. The European Credit Transfer System ................................................................................. 6

1.7. Sick leave and absenteeism ................................................................................................. 7

1.8. Evaluation of the EPS program............................................................................................. 8

2. Courses.......................................................................................................................................... 9

2.1. Examination of courses ......................................................................................................... 9

2.2. Course schedule ................................................................................................................. 10

2.3. Course “English language & communication skills” ............................................................ 11

2.4. Course “Dutch language & culture”..................................................................................... 12

2.5. Course “Cross-cultural behaviour” ...................................................................................... 13

2.6. Course “Project Management, planning & scheduling; project-teams and roles of team-members” ........................................................................................................................................ 14

Project Management, planning & scheduling .............................................................................. 14

Project-teams and roles of team-members ................................................................................. 14

2.7. Course “Teambuilding (sustainable product design & innovation)” .................................... 15

2.8. Course “Business Idea & Problem analysis/solving” .......................................................... 16

Business Idea & Problem analysis/solving .................................................................................. 16

2.9. Course “SMART requirements” .......................................................................................... 18

SMART requirements .................................................................................................................. 18

2.10. Course “Visualisation & Product Design” ............................................................................ 19

Quality management .................................................................................................................... 19

2.11. Course “Sustainability ......................................................................................................... 20

2.12. Course “Quality Management” ............................................................................................ 22

Quality management .................................................................................................................... 22

3. Projects ........................................................................................................................................ 23

3.1. Project based learning ........................................................................................................ 23

3.2. Project agreement ............................................................................................................... 23

3.3. Supervision ......................................................................................................................... 23

3.4. Assessments ....................................................................................................................... 24

3.4.1. Interim assessment (mid-term review) ............................................................................ 24

University of Applied Science School for Engineering and Information Technology


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3.4.2. Assessment of the competence "working in a team" ...................................................... 24

3.4.3. Final project assessment ................................................................................................ 24

Appendices ......................................................................................................................................... 26

Appendix 1 - European Credit Transfer System ................................................................................. 27

Appendix 2 - Project agreement form ................................................................................................. 28

Appendix 3 - Assessment form - “working in a team” ......................................................................... 31

Appendix 4 - Project assessment form, group assessment ............................................................... 32

Appendix 5 - Project assessment form, individual assessment .......................................................... 34

Appendix 6 - Project assessment form, final individual assessment .................................................. 35

Appendix 7 - Course evaluation form ................................................................................................. 36

Appendix 8 - Project & EPS evaluation form ...................................................................................... 37

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1. The European Project Semester

1.1. Introduction The international setting for universities and other institutions of higher education is changing rapidly. Several developments, such as globalisation of the economy, the ongoing integration of the European markets and educational systems, have led to more international practices and approaches in education. Fast technological development leads to faster product shifts on the market. At the same time, the market becomes more global and consequently more competitive. This means that companies should be able to design quality products with a short time-to-market delay. Product development will take place as an integrated process with departments such as engineering, design, planning, production, sales and marketing. The future industry will also have to be increasingly concerned with industrial ecology concepts and must look at sustainable engineering and technology developments. The future engineer should be able to work with people from other countries and other disciplines, and be able to handle frequent changes. This requires a solid basic engineering knowledge combined with problem-solving and communicative skills. Basic understanding of a broader area of disciplines such as economics, management, communication, languages and solid training in teamwork, will be required, as well as knowledge of other cultures and their habits. Every engineer should be able to plan and run projects effectively, and have the appropriate entrepreneurial and social skills.

1.2. What is the European Project Semester (EPS)? The EPS is a semester-long programme, which is designed to train engineering students to work in international teams. The semester is divided into two parts:

A study programme comprising courses with subjects like project management, problem-solving techniques, sustainable marketing, sustainable business, sustainable product design and innovation, communication skills, cross-cultural behaviour, and languages.

A real life project on site of and for a Dutch company, performed by a multi-national, multi-disciplinary team of students (look under 'EPS-projects' for details)

EPS is a recognized 30-credit unit course according to the ECTS Qualitative Scale System. All the communication is in the English language. The main objective is to train students from different countries and different disciplines to work together in multi-cultural and multi-disciplinary groups. The students work together to execute an integrated engineering-design-and-business project, focusing on:

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The development of personal competences, especially the ability to work and communicate within cross-cultural groups.

The interrelated work of several disciplines like mechanical & electrical engineering, information technology, business & management, etc..

The EPS concept was developed in 1995 at Ingeniørhøjskolen i København (IHK), Department of Export Engineering, in Denmark. At Avans University, we started EPS in 2002. General information about EPS and links to other organisations can be found at http://europeanprojectsemester.eu.

1.3. Prerequisites Preferably students have some experience in project based learning. They should have the following characteristics in common:

Studying in the field of engineering, software development, business or economics. Preparing for a BSc-degree. In their 3rd or 4th year of their studies. A minimum average of grade C (Dutch grade 7) overall for all courses and subjects achieved

so far during his/her study. Students will present his/hers accredited grade list together with the EPS application.

Sufficient proficiency in English: a minimum of a real English B1 level but preferably B2 level.

Highly motivated to take part in the EPS program and not (only) to be abroad and because other alternatives are not available. Students are requested to formulate his/her motivation to take part in the EPS program in English together with the EPS application.

Students must take satisfaction in working as a team on a project. Students should have an interest in a wide range of engineering subjects and be able and

prepared to achieve an added value to the project from his/hers own study background, interest and perspective.

Students should be pro-active and highly independent. Furthermore all other International student exchange requirements in terms of “a learning

agreement” and such should be fulfilled. Please refer to the specifics at the website of Avans University of Applied Science.

To be quite clear: the EPS program at Avans does not represent a final thesis level for a BSc study, but is an alternative for an internship program, and focuses of the competences mentioned below.

1.4. Competences Working in a team Indicators:

- Take up responsibility for the results the team is trying to achieve - Communicate with team members and coaches - Contribute to meetings (chairman, secretary, member)

http://europeanprojectsemester.eu/

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- Give and receive feedback

Project management Indicators:

- Analyse and describe the project assignment

- Structure the project

- Manage time, people, finances, and means

Execute a project Indicators:

- Analyse a complex problem

- Formulate client requirements

- Create innovative solutions

Working on a multidisciplinary problem Indicators:

- Analyse a complex multi-disciplinary problem

- Create innovative multidisciplinary solutions to problems

- Evaluate solutions from the multidisciplinary perspective

- Integrate knowledge from various disciplines

Communication Indicators:

- Write a report

- Give an oral presentation using multi-media

Professional development Indicators:

- Acquire new knowledge and skills - Reflect on experiences

Some of the competences are assessed for the group as a whole, assuming equal contribution of each team member. The individual assignments for each student will allow to differentiate between students. Each competence will be assessed on a list of indicators (refer to the various assessments mentioned hereafter).

1.5. Certificate After successfully completing the EPS program, a certificate will be issued. The certificate will be accompanied by a grade sheet, listing the grades for the supporting courses, and for the project. The grade sheet will also mention the number of ECTS credits received.

1.6. The European Credit Transfer System The ECTS is created to improve transparency of curricula and student's learning achievements throughout Europe, which in turn facilitates academic recognition. Credits are allocated to course units to describe the student workload required to complete them. They reflect the quantity of work each course requires in relation to the total quantity of work required to complete a full year

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of academic study at the institution, that is, lectures, practical work, seminars, private work (in the laboratory, library or at home) and examinations or other assessment activities. In ECTS, 60 credits represent one year of study (in terms of workload); normally 30 credits are given

for a semester, and 20 credits for a term (a trimester). ECTS credits are allocated to courses and

projects and are awarded to students who successfully complete those courses and/or projects by

passing the examinations or other assessments.

Examination and assessment results are usually expressed in grades. There are many different

grading systems in Europe. To help institutions translate the grades, the ECTS grading scale has

been developed. This scale provides additional information on the student's performance to that

provided by the institution's grade, but does not replace the local grade. Universities make their

own decisions on how to apply the ECTS grading scale to their own system.

In the ECTS grading scale, the grades A, B, C, D, E, Fx, and F are used. The document in appendix 1

contains information about the relationship between these ECTS grades, and the grades used in

different countries in Europe.

1.7. Sick leave and absenteeism In case of illness (or any other reason for absence), you must notify the EPS administration

(Ms. Daphne van den Berg - de Vries) and your tutor immediately. If you are working on a project

for a company the rules of sickness and absenteeism for that company also apply. Usually this

means notifying the company coach or company administration soonest as well.

In case of longer term sickness (i.e. more than five days), it is no longer possible to earn the full 30

ECTS credits for the project semester. For every week of sickness leave (i.e. 5 working days) during

the project 1,5 ECTS will be deducted from the total.

In case of illness or any other reason of absence during the supporting courses the respective

teacher of the course will decide upon a specific course of action, which may entail failing the

course, having to perform an additional individual assignment or otherwise.

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1.8. Evaluation of the EPS program To further improve the EPS-program at Avans, we ask for the student’s opinion about the quality of

the courses and the project.

Course evaluation procedure

After completion of each course students will be sent an e-mail invitation to fill in an online

evaluation form. Students are kindly requested to fill in these forms immediately after the course

when their experience and remembrance of the course is still fresh.

Project evaluation procedure

At the end of the EPS semester students will also be sent an e-mail invitation to fill in an online

evaluation form for the project.

Filling in course and project evaluation forms is obligatory and a student’s results are kept pending

upon receipt of the evaluation forms. Please fill in these forms as clear and honest as possible. Any

critical remarks will not be held against you!

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2. Courses The first four/five weeks of EPS consist of a study programme, with a number of short intensive courses (total of 7,5 ECTS).

English language & communication skills, 2 ECTS Dutch language & culture, 1 ECTS Cross-cultural behaviour, 0,5 ECTS Project management, planning & scheduling; roles of team-members, 1 ECTS Teambuilding, 0,5 ECTS Business Idea & Problem analysis/solving, 0,5 ECTS SMART Requirements, 0,5 ECTS Visualisation & Product Design, 1 ECTS Sustainability, 0,5 ECTS Quality management, 0,5 ECTS

‘English language & communication skills’, ‘Dutch language & culture’ and ‘Cross-cultural behaviour’ will be taught during the entire EPS programme. The courses are intended to support the project. Each course will be assessed individually.

First 4-5 weeks Subsequent weeks

Courses 60% of the time Courses 10% of the time

Project 40% of the time Project 90% of the time

2.1. Examination of courses The assessment of the supporting courses will be done by the teacher of the course. It will be based on the attendance, the active contribution, and the results of assignments, reports and presentations by the students. Every course is graded on an individual basis, using ECTS grades.

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2.2. Course schedule

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2.3. Course “English language & communication skills”

Course name and code English Language & Communication Skills [EPSENG] Teacher: Mr. Brian Kayes (native speaker) [[email protected]]

General course description and learning objectives This course is designed for non-native speakers of English participating in the EPS programme at Avans University of Applied Science in 's-Hertogenbosch. The course will facilitate communication in the English language with other participants of the programme as well as with lecturers.

Although the English course is designed for learners of English, in recent years it has also proved to be of value to native speakers. Students from England have attended the language classes and, surprising as it may seem, they would be the first to admit that they were not necessarily the best communicators in the English class. Course program setup (lessons/exercises, content and format) We will practice all four language skills during this semester, focusing on cultural differences and on students’ expertise during practical sessions. Students will work both individually as well as in small groups. The semester is divided into 2 blocks of 10 weeks. In each block, weeks 1–7 will be used for lessons. Students will attend classes of 90 minutes during blocks 1 and 2, prepare for class.

Required literature and/or preliminary course requirements Handouts (also offered on Blackboard) Bilingual dictionaries

Way of assessment or examination (group and/or individual) and grading In order to be able to pass this part of the course, students must attend all lectures, prepare for class and participate actively. The first block cannot be passed in case of absence from more than 1 lecture. At the end of block 2, students will take an exam. Students will be awarded with a grade ranging from A, B, C, D, E to F.

mailto:[email protected]

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2.4. Course “Dutch language & culture”

Course name and code Dutch Language & Culture [EPSDUT] Teacher: Ms. Diana Marijnissen, telephone ….., [[email protected]] General course description and learning objectives This course is designed for all participants of the EPS program at Avans University of Professional Education in 's-Hertogenbosch. It sets out to facilitate social and academic communication in the EPS project and will give students a deeper understanding of Dutch society and Dutch language. Students will familiarise themselves with every-day expressions through practical exercises. The Dutch-speaking EPS students will participate in these activities. The focus will be on problems specific to the Dutch language, such as pronunciation and diction.

Course program setup (lessons/exercises, content and format) Practical sessions. Both inside and outside of the classroom, students will work individually as well as in small groups. The semester is divided into 2 blocks of 10 weeks. In each block, weeks 1–7 will be used for lessons. Students will attend classes of 45 minutes during block 1 and classes of 90 minutes during block 2, prepare for class. Required literature and/or preliminary course requirements Hand-outs from class (also offered on Blackboard) Way of assessment or examination (group and/or individual) and grading Students are expected to attend all classes and participate actively. Classes need to be prepared. Students will be informed about this in the previous lecture. Missing out on one lecture allows you to do a compensatory assignment. Missing out on more classes means not being able to round off the course. At the end of block 2, students will take an exam (Dutch language and culture). Students will be awarded with a grade ranging from A, B, C, D, E to F.

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2.5. Course “Cross-cultural behaviour”

Course name and code Cross-cultural behaviour [EPSCULT] Teacher: Mr. Brian Kayes (native speaker) [[email protected]]

General course description and learning objectives This course will help you develop cross-cultural understanding in professional situations. It will also provide you with basic tools to make these situations a success. Course program setup (lessons/exercises, content and format) Practical sessions. Both inside and outside of the classroom, students will work individually as well as in small groups. The semester is divided into 2 block of 10 weeks. The course will be given for 1 hour a week every other week for 7 lessons. Students will attend classes of 45 minutes, and prepare for class. Required literature and/or preliminary course requirements Hand-outs from class (also offered on Blackboard) Way of assessment or examination (group and/or individual) and grading Students are expected to attend all classes and participate actively. Classes need to be prepared. Students will be informed about this in the previous lecture. Missing out on one lecture allows you to do a compensatory assignment. Missing out on more classes means not being able to round off the course. At the end of the course students will hand in a culture report. Students will be awarded with a grade ranging from A, B, C, D, E to F.


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2.6. Course “Project Management, planning & scheduling; project-teams and roles of team-members”

Course name and code Project management, planning & scheduling; project-teams and roles of team-members [EPSPROMGT] Teacher: Mr. Johan Wouters [[email protected]]

Project Management, planning & scheduling General course description and learning objectives At the end of this course the student will be able to apply project management techniques, such as defining the project, work breakdown structures, assigning tasks to resources, network planning, critical path, scheduling and control to any project. Course program setup (lessons/exercises, content and format) Interactive seminars covering:

introduction to project management making a Plan Of Approach making a Program Of Demands/SMART requirements making of a project plan project management: phasing, planning and control risk management

Project-teams and roles of team-members General course description and learning objectives Aims:

apply different teambuilding techniques understand what team working is about understand own attitude of group work

Course program setup (lessons/exercises, content and format) Workshops and exercises covering:

explaining and applying the characteristics of the 8 BELBIN roles explaining the characteristics of Tuckman’s model

Required literature and/or preliminary course requirements None Way of assessment or examination (group and/or individual) and grading Students are expected to attend all sessions and participate actively. At the end students will do a presentation of their group results. Students will be awarded with a grade ranging from A, B, C, D, E to F.


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2.7. Course “Teambuilding (sustainable product design & innovation)”

Course name and code Team-building (sustainable product design & innovation) [EPSTB] Teacher: Mr. Roger Nylund General course description and learning objectives Aims:

develop problem solving skills work more effectively as a team member, habits of effective persons time management skills develop creative thinking skills develop a better self-awareness as a basis for working in a team.

Course program setup (lessons/exercises, content and format) Interactive seminars, completed with various brief case studies, where students will:

Learn about their team roles Learn about team dynamics Reflect on what can be the challenges in team work Learn more about communication in a team.

Required literature and/or preliminary course requirements The teacher will provide hand-outs during the course. Computers with Internet access will be needed during part of the course. Way of assessment or examination (group and/or individual) and grading Students are expected to attend all sessions and participate actively. At the end students will do a group assessment exercise. Students will be graded for this course with Pass or Fail.

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2.8. Course “Business Idea & Problem analysis/solving”

Course name and code Problem analysis & solving [EPSPROBA]

Business Idea & Problem analysis/solving Teacher: Mr. Marcel van der Molen, [[email protected]] General course description and learning objectives

Creativity and business/market analysis is an important attribute of a successful entrepreneur, the ability to bring something new into existence (challenges & opportunities). Based on developing new ideas when the individuals are unaware of the problems and opportunities. We are using simple business examples for understanding, designing, reworking, improving and implementing new business methods. For today & tomorrow's enterprises (products & services) in a competitive and demanding market! Practical cases & examples of visual communication techniques. You will learn & understand actively the effect of design and the commercial impact in order to improve the business (value). Based on the ‘Business Model Generation’. Students should be aware of:

Inventory: the ability to recognise and analyse problems Solving: use creative problem solving methods

Understand actively the effect of design and the commercial impact

Ability to bring something new into existence (challenges & opportunities)

General course description and learning objectives

You will have to make decisions, looking for opportunities, analyse and solve problems every day! Important to understand the business, the visual effects and commercial impact with respect to cultural & environmental issues. Course program setup (lessons/exercises, content and format)

The course consists of three sessions of 2 hours each. College 1: In the first session the students are introduced to the concept of ‘problem solving’ & business opportunities. At the end of the first session, students (groups) will be asked to analyse a problem (business/product case). This will be presented in week 3. College 2: Practical examples, methods of business cases and individual advice in order to prepare the individual group sessions for week 3 College 3: In this session the problem case will be present (10 minutes per group) and max. 5 visuals/sheets (no text!). Remaining time will be spent on discussion of various individually questions. Students will be asked to reflect upon their own viewpoints and of their fellow students.


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Required literature and/or preliminary course requirements

Business Model Generation (Alexander Osterwalder & Yves Pigneur) (book or reader)

Way of assessment or examination (group and/or individual) and grading

Students have to attend all sessions and actively participate in the discussions. If for some reason a student is absent during one of the sessions, a separate assignment (an extensive case evaluation) will have to be fulfilled. Students will be graded for this course with Pass or Fail.

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2.9. Course “SMART requirements”

Course name and code SMART requirements [EPSSMART]

SMART requirements Teacher: Mr. Jasper van Rosmalen, [[email protected]] General course description and learning objectives

Requirements are the basis of any project. To understand the wishes of a stakeholder is one thing. To be able to write down those wishes properly is quite another. The focus of this short course is to agree on a set of guidelines to write down requirements. These guidelines, when observed, help the student and any professional to write down requirements properly. After this course, the student is able to write down requirements in a proper way. The student has learned how to recognize a good requirement and a good set of requirements. Course program setup (lessons/exercises, content and format) The course consists of 2 classes of 2 hours each. One in the 2nd week and one in the 3rd week of the semester.

Required literature and/or preliminary course requirements Though not requirement, the following book is highly recommended:

“Start at the End - with SMART Requirements”

Way of assessment or examination (group and/or individual) and grading An assignment must be made in small groups. Students will be graded for this course with Pass or Fail.


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2.10. Course “Visualisation & Product Design”

Course name and code Visualisation & Product Design [EPSPRODES]

Quality management Teachers: Mr. Eke Rebergen [[email protected]] General course description and learning objectives There is a rich design history of innovative products and persuasive visuals, some of it still visible around us every day. These products and visuals are often unnoticed by the users, especially when they function properly. During this course you will be trained to start noticing all the products around you, evaluate these products, and become sensitive for the inherent design choices. This means students will become critical users and thereby start to develop personal design judgements. Designing is a complex activity which heavily relies on experiments and tests. These experiments (sketches, prototypes) are not only guided by design rules, but also by multidisciplinary collaboration. During this course you will actively engage in some design experiments. The results of these experiments will not only contribute to the project assignments but also will show you innovative ways of visualising and designing in general. Course program setup (lessons/exercises, content and format) This course consists of 6 workshops of 2 hours. Every workshop has a different theme, like for example ‘materialisation’, ‘infographics’ or ‘product interaction’. Required literature and/or preliminary course requirements None Way of assessment or examination (group and/or individual) and grading Students are expected to attend all sessions and participate actively. At the end students will do an individual assessment exercise. Students will be graded for this course with Pass or Fail.


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2.11. Course “Sustainability

Course name and code Sustainability [EPSSUST] Teacher: Mr. Peter Botz [[email protected]] General course description and learning objectives Companies are increasingly being held responsible for the effects of their products, processes and services on society. They become more and more aware of this responsibility and are looking for methods to act on. These effects concern planet aspects (environmental) and people aspects (social) in balance with the prosperity aspects (economically). A well-known focus used by companies is the ‘triple P’ approach. But sustainability is also a major issue for governments, communities, cities and their citizens, e.g. the city of ‘s-Hertogenbosch. Important issues are: clean water supply, child labour, depletion of raw materials, climate change, biodiversity, occupational health and safety, poverty, corruption etc. This course provides you with the knowledge, awareness and understanding around sustainability issues. In theory and practice we will focus on existing issues and methods and ideas to cope with these issues. Course program setup (lessons/exercises, content and format) Week 2:

This session will be in the form of a Socratic Dialogue to discuss what sustainability is all about, with the purpose to give a clear and broad understanding of this subject. The Socratic Dialogue is a group dialogue where participants try to reach consensus on a fundamental issues, not as an aim itself, but as a means to deepen the investigation. In our case the main subject of the dialogue will be sustainability (ethics). The Socratic Dialogue encourages participants to reflect and think critically and independently. This method relies on a set of ground rules and proceeds under strict guidance of the facilitator. Rules like ‘check for understanding’ or ‘follow on from what has been said’ afford thinking

together and promote mutual understanding. Assignment for week 3: At the end of the session an introduction to the assignment for the next week will be given. Project teams have to find three ‘unsustainable’ spots and/or products in the city of ‘s-Hertogenbosch, describe/photograph them and describe what make these spots or products not sustainable. The three examples are presented in the next session (powerpoint with 3 slides – on memorystick)


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Week 3: The session will provide the students with a clear understanding on the concept and philosophy of Cradle-To-Cradle. Also we discuss the results of the assignment of week 2 and we will choose which ‘unsustainable’ spot or product will be redesigned into a sustainable spot/product. Assignment for week 5; The students must use the design principles of Cradle-to-Cradle in the chosen example. The project teams have to write a report with a description of the ‘IST’ situation (current state) and of the ‘SOLL’ situation (future state) for the chosen spot/product. This report has to be handed in at least three days before the session in week 5. Week 5: During the session of week 5 we will look at the progress per group. The results so far will be discussed; the chosen solutions and the possible bottle-necks and/or consequences of these solutions. The ideas will be reflected on the theory of Cradle to Cradle to improve the ideas and possible implementation. The new input will be implemented in the report. The improved report also has to be handed in at least three days before the final session in week 7. The teams also need to prepare a presentation/pitch for week 7. Week 7: In this session each project team gives a presentation (10 minutes) of the current situation (IST-situation) of the chosen product/spot and the new designs (SOLL-situation). Course program setup (lessons/exercises, content and format) The course consists of 3 sessions of 2 hours each. Required literature and/or preliminary course requirements None. Way of assessment or examination (group and/or individual) and grading Students have to attend all four sessions and actively participate in the discussions and write a report and present the report in the last session. If for some reason a student is absent during a session, a separate assignment (an extensive case evaluation) will have to be fulfilled. Students will be graded for this course with Pass or Fail.

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2.12. Course “Quality Management”

Course name and code Quality management [EPSQM]

Quality management Teacher: Mr. Vincent van Mullekom [[email protected]] General course description and learning objectives A short introduction into quality management, some historical developments and present day approaches to quality control and quality improvement. Students will learn how to define quality and ways to tackle quality issues in an organisation. Course program setup (lessons/exercises, content and format) The course consists of 3 sessions of 2 hours each. The students are introduced to the concept of quality, a short historical tour along several significant quality guru’s and their influence on quality management, and a general approach to tackle quality issues. Some tools that may be useful will be discussed (for instance mind-mapping). Furthermore the concepts of LEAN and 6 Sigma will be discussed. Required literature and/or preliminary course requirements None. Way of assessment or examination (group and/or individual) and grading Students have to attend all sessions and actively participate in the discussions. If for some reason a student is absent during one of the sessions, a separate assignment (an extensive case evaluation) will have to be fulfilled. Students will be graded for this course with Pass or Fail.


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3. Projects

3.1. Project based learning Project-based learning (PBL) is an educational model that organizes learning around projects. Projects are complex tasks, based on challenging real-life questions or problems, that involve students in design, problem-solving, decision making, or investigative activities. Working in projects give students the opportunity to work relatively autonomously over extended periods of time, culminating in realistic products and/or presentations. Engineering projects encompass a number of activities in a consecutive process, ranging from a roughly described problem to a final product, including:

full analysis of the problem for which a solution is sought formulation of requirements generation of alternative solutions selection of the most promising solution, using a sound evaluation of the alternatives realisation and testing of a the solution (sometimes this abounds to creation and testing of

a product) final delivery of the solution/product, including all relevant documents.

The project has to be carried out by members of a multi-national, multi-disciplinary team. This alone poses several additional problems to the team, mainly in the field of communication. It is essential that the team members apply project management and manage the teambuilding process as well.

3.2. Project agreement During the first week of EPS, the team and the university coach will meet with the company coach, and discuss the project assignment. A project agreement will be drawn up between the team and the company. The agreement lists the well-defined assignment and the expected project results, and will be signed by the team and by the company coach. Your university coach will provide you with a template for the project agreement. The project agreement should be finalized and signed by all parties not later than week 4. Appendix 2 shows a standard project agreement form.

3.3. Supervision At the start of the EPS program students will be assigned to projects and project teams. Each project team will also be assigned to a supervisor of Avans University, called the university coach. The company will assign at least one project supervisor, called the company coach. The main task of the university coach is to coach the students throughout the project, keep track of the progress of the project and make sure that every member of the group contributes to the teamwork. Twice during the semester the university coach will visit the company, where the

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project is being carried out, and discuss the performance of the group with the company coach and the group. The project group will meet regularly with the university coach to discuss the progress on the project, specifically encountered problems etc. During these meetings each individual student of the group reports on his or her activities since the last meeting. To report progress accurately, each student should keep a log, shortly describing the tasks executed. The project team presents a planning of activities for the next period. The group will keep the company coach up-to-date on the progress of the project, by sending in a weekly progress report. The company coach is the main contact within the company.

3.4. Assessments

3.4.1. Interim assessment (mid-term review) On week 10 or 11 of the EPS project the project team will deliver an interim report. This report will show the progress of the team and will be the basis for the final report. The structure of the interim report will be the same as the structure of the final report, but is does not have to be complete. Also on this very same time the group will do an interim presentation, preferably at the company. Every member of the group will present part of the results of the group work. Of course every member of the group will be responsible for the complete report and presentation. The university coach and the company coach will discuss the progress of the project, based on the interim report, the presentation, the progress reports and the self- and peer assessments.

3.4.2. Assessment of the competence "working in a team" Twice during the EPS program students will assess themselves and the members of their team with respect to the competence "working in a team". The assessment form that will be used can be found in appendix 3. This self-assessment and peer assessment will be carried out and discussed with the university coach.

3.4.3. Final project assessment The final and individual assessment for every student is based on:

The assessment of the competences defined for EPS (refer to EPS assessments mentioned earlier).

The contribution to and level of the quality, quantity and usability of the project result. The contribution to and quality of the final report and final presentation.

Assessment forms used for the final grading of the project can be found in appendices 4-6.

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Grading The final grading will be done by an examination board, consisting of the company coach, the university coach and one of the other university coaches. Immediately after the final presentation of each team the examination board will discuss the results in a closed meeting. During this meeting a preliminary grade will be issued, which will not be disclosed to the team. When all students have finished their presentations a final meeting with all university coaches will be held to determine the final grade for every student. Since the individual assessments affect the final grade, students within a team could end up with different grades. The grades will first be disclosed to the students at the presentation of the certificates. A total of 22 ECTS credits can be earned upon the successful completion of the project.

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Appendices

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Appendix 1 - European Credit Transfer System

ECTS Grading

Conversiontabel (European) Grades

Excellent Very Good Good Satisfactory Pass Fail

ECTS A B C D E F/FX

Belgium 18 16-17 14-15 12-13 11-12 0-9

Denmark 11-13 10 8-9 7 6 0-5

Finland 5-5,5 4,5 4 3,5 3 2

France 18-20 16-17 14-15 12-13 10-11 8-9

Germany 1 2 3 4 4 5

Greece 9-10 7-8 6 5 5 1-4

Hungary 5 4 3 2 2 1

Ireland A(4) B+(3,5) B(3) C+(2,5) C(2) F(0)

Italy 30 29 27-28 24-26 18-23 <18

Netherlands 8,4-10 7,6-8,3 6,8-7,5 6-6,7 5-5,9 0-4,9

Norway A B C D E F

Poland 5,5 4,5-5,5 4-4,5 3,5-4 3-3,5 1-3

Portugal 18-20 16-17 14-15 12-13 10-11 8-9

Romania 10 9 8-7 6 5 <5

Spain 10 9 7-8 6 5 <5

Turkey A A-,B+,B B-,C+,C D+,D D- FX,F

UK A(>70%) B+/A(60-69%) B-/B(50-59%) C/C+(41-49%) C-/D(40%) E/F(<40%)

USA A+ A B C D- F

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Appendix 2 - Project agreement form

Company .

Company Coach 1

- telephone

- mobile

- email

Company Coach 2

- telephone

- mobile

- email

Company Expert

- telephone

- mobile

- email

Visit address

Mail address

Telephone number

Website

University Avans, University of Applied Science, ’s-Hertogenbosch

Project tutor

- telephone

- mobile

- email

Project team members

Name Telephone Email

Visit address Onderwijsboulevard 215, 5223 DJ ’s-Hertogenbosch

Mail address PO Box 732, room OG 104, 5201 AS ’s-Hertogenbosch

Email address EPS secretary

[email protected]

Telephone number

+31 736 295 293

Website www.avans.nl


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INTRODUCTION Short background description of the company and the circumstances/settings by which the project is being executed.

PROJECT DESCRIPTION Short description of the project assignment and the problem it originates from or refers to.

PROJECT OBJECTIVE(S) Description of the boundaries of the project: what is included and what is not. What are the objectives in terms of project outcome in relation to the problem description and project description.

EXPECTED PROJECT RESULT(S) The expected results in relation to the previously described project and project objective(s). The results should be stated as SMART (Specific, Measurable, Attainable, Relevant, Timely) as possible.

PROJECT EXECUTION Description of the project-phasing, as well as the division of tasks between the various project-team members.

PROJECT ORGANIZATION ASPECTS Specific details regarding the presence of students at the company and at the university, required facilities and tools, travelling arrangements, working hours etc. etc..

PLANNING AND PROGRESS Description of the project-planning and scheduling, ways of reporting and communication; interim and final. Start and finish of the project, specific periods not available etc..

FINANCIAL ASPECTS Agreed remuneration between the company and the students, travelling and other expenses allowances.

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CONFIDENTIALITY The nature of this project implicates that the students have access to confidential information. Students agree not to use this confidential information in any way outside the scope of this project. We kindly request the company to sign both contracts and to return one signed contract to Mrs. Daphne van den Berg, EPS secretary at the School for Engineering and Information Technology, Avans University of Applied Science. ’s-Hertogenbosch Date: Date: Signed for Avans Signed for Coordinator EPS Company Contact Student Student Student Student

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Appendix 3 - Assessment form - “working in a team”

Peer assessment “working in a team” F E D C B A

Take responsibility for the project result 0 1 2 3 4 5

- The student shows dedication to the project - The student keeps deadlines - The student contributes to project result

1.

2.

3.

4.

5.

Communicate with team members and coaches 0 1 2 3 4 5

- The student keeps team members up-to-date of progress - The student communicates with company coach - The student communicates with university coach

1.

2.

3.

4.

5.

Contribute to meetings (chairman, secretary, member) 0 1 2 3 4 5

- The student prepares for meetings - The student has acted both as chairman and as secretary - The student actively participates in meetings

1.

2.

3.

4.

5.

Give and receive feedback 0 1 2 3 4 5

- The student gives feedback to team members - The student is receptive for feedback from others - The student uses feedback to improve

1.

2.

3.

4.

5.

Total score 0 1 2 3 4 5

1.

2.

3.

4.

5.

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Appendix 4 - Project assessment form, group assessment Group: Tutor: Date:

Project management

F E D C B A

Analyse and describe the project assignment 0 1 2 3 4 5

- During the first meeting with the company the company coach was interviewed - A concept project agreement was discussed with the company coach - The final project agreement was signed within the first four weeks of EPS

Structure the project 0 1 2 3 4 5

- The project was divided in stages - Each stage was divided in activities - Activities were divided among team members

Manage time, people, finances, and means 0 1 2 3 4 5

- The planning was kept up-to-date at all times - Tasks for team members were clear for everyone at all times - Quality, time and means were controlled

Average:

Working on a multi-disciplinary problem

F E D C B A

Analyse a complex multi-disciplinary problem 0 1 2 3 4 5

- The group can show which disciplines play a role in the problem-area of the project assignment

Create innovative multidisciplinary solutions to problems 0 1 2 3 4 5

- The group has generated multi-disciplinary solutions and can explain which disciplines play a role and why

Evaluate solutions from the multidisciplinary perspective 0 1 2 3 4 5

- The group can show a multi-disciplinary evaluation of the proposed solutions

Integrate knowledge from various disciplines 0 1 2 3 4 5

- The group is informed about applicable knowledge and skills within the team - The group is receptive to incorporate knowledge from various disciplines - The group can demonstrate the use of knowledge from various disciplines

Average:

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Communication interim and final

F E D C B A

Interim report 0 1 2 3 4 5

- The report is well-structured - Presentation and layout is good - The content of the report is clear and of high quality

Interim presentation 0 1 2 3 4 5

- The presentation is well-structured - Presentation and layout is good - Multi-media is well-used - The content of the presentation is clear and of high quality

Final report 0 1 2 3 4 5

- The final report is well structured - Presentation and layout is good - The content of the report is clear and of high quality

Final presentation 0 1 2 3 4 5

- The presentation is well-structured - The layout is good - Multi-media is well-used - The content of the presentation is clear and of high quality

Average:

Project execution

F E D C B A

Analyse a complex problem 0 1 2 3 4 5

- Divide the problem in sub-problems - Show the relations between the sub-problems - Find the causes for the problem - Show with arguments how the problem has to solved

Formulate client requirements 0 1 2 3 4 5

- Interview the client - Describe the requirements for the problem-solution - Validate the requirements

Create innovative solutions 0 1 2 3 4 5

- Create alternative solutions that meet the client requirements - Evaluate the proposed solutions on relevant criteria

Average:

Project result

F E D C B A

Quality, quantity, and usability of the project result 0 1 2 3 4 5

- The group produced a result of good quality - The group produced a result of enough quantity - The group produced a result that is useful for the company

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Appendix 5 - Project assessment form, individual assessment Student: Group: Tutor: Date:

Professional development

F E D C B A

Acquire new knowledge and skills 0 1 2 3 4 5

- The student has acquired new knowledge - The student has acquired new skills - The student has acquired experience

Reflect on experiences 0 1 2 3 4 5

- The student has evaluated his/her own experiences - The student has learned from experiences - The student used the outcome of reflections

Average:

Working in a team

F E D C B A

Take responsibility for the project result 0 1 2 3 4 5

- The student shows dedication to the project - The student keeps deadlines - The student contributes to project result

Communicate with team members and coaches 0 1 2 3 4 5

- The student keeps team members up-to-date of progress - The student communicates with company coach - The student communicates with university coach

Contribute to meetings (chairman, secretary, member) 0 1 2 3 4 5

- The student prepares for meetings - The student has acted both as chairman and as secretary - The student actively participates in meetings

Give and receive feedback 0 1 2 3 4 5

- The student gives feedback to team members - The student is receptive for feedback from others - The student uses feedback to improve

Average:

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Appendix 6 - Project assessment form, final individual assessment Student: Date:

Competence

Score

Individual assessment

Working in a team

Professional development

Group assessment

Project management

Working on an multi-disciplinary problem

Communication

Project execution

Project result

Total score

0 - 17 18 - 20 21 - 23 24 - 26 27 - 29 30 - 35

F E D C B A

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Appendix 7 - Course evaluation form

Course name:

How would you rate:

exce

llen

t

goo

d

aver

age

bel

ow

av

erag

e

po

or

the overall course content?

the course material?

the way the lecturer presented the course?

the assessment (if applicable)?

the relevance of this course for EPS?

Which topics were covered well?

Which topics, if any, needed more detail?

How much time (including contact hours) did the course take you?

Could you suggest any improvements?

Please summarise your overall impression of this course:

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Appendix 8 - Project & EPS evaluation form

What is your opinion about the project assignment? Keywords: interesting? difficult? easy? open ended? specific? real life project? improvements?

What is your opinion about the guidance of your tutor? Keywords: guidance? helpful? feedback? driving force? improvements? presence?

What is your opinion about the company? Keywords: cooperation? driving force? support? response time? availability other

personnel?

What is your opinion about the teamwork? Keywords: cooperation? language? improvements?

Please summarize your overall impression of your project. Keywords: learning? improvements?

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What is your opinion about the EPS organisation? Keywords: information? helpful? improvements? buddies? presence? ICT support? work area’s?

What is your opinion about the social/cultural activities? Keywords: too much? more? cultural? social? improvements? frequency?

What is your opinion about the housing ? Keywords: price? distance? building? improvements? facilities?

How would you rate:

exce

llen

t

goo

d

aver

age

bel

ow

av

erag

e

po

or

your project?

your tutor?

the company?

the teamwork?

organisation?

social/cultural activities?

housing?

EPS experience?

Thank you very much for helping us improving our EPS-program!

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